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This study presents the results of a pedagogical experiment in teaching object-oriented programming to students of a pedagogical university. The pedagogical experiment was conducted at the Faculty of Physics and Mathematics of the Abai Kazakh National Pedagogical University and at the Kazakh National Women's Teacher Training University. The aim of this study was to test the proposed hypothesis on the use of infographics when teaching object-oriented programming. In the process of conducting the pedagogical experiment, the students involved in the study were divided into 2 subgroups: a control group and an experimental group. The control group used traditional teaching methods and tools, while the experimental group used visualisation tools, in particular infographics. In order to assess the learning outcomes, tests were conducted in both the control and experimental groups. The authors of the study used statistical methods to confirm or refute the proposed hypothesis of the study, i.e., at the end of the pedagogical experiment, a valid conclusion about the difference and coincidence between the data obtained was drawn. The main purpose of the experiment was to test the scientific hypothesis of the study in practice and to evaluate the methodology applied. [ABSTRACT FROM AUTHOR]

The application of teaching methods to the learning process at school is defined by the fact that every teacher or curriculum developer strives to ensure that his or her concepts of teaching and formation of the educational principles are implemented in the educational environment most effectively. Such forms of interaction cause the fact that every teacher strives to integrate the practical elements of the subject area into the learning process both as the exact structures and as the formalized complicated forms of didactics. This study aimed the revealing of this aspect of the pedagogical problem. The analysis of the previous knowledge and abilities shows that teaching the methods for the design of the robotics' elements to the senior school students has a significant potential for the active form of the subject competencies. The obtained results of the teaching experiment have generally proved the hypothesis of pedagogical research. If to apply a unique system of didactic conditions, forms and development methods of the senior school students' robotics design skills to robotic design and solution of tasks and practical assignments based on the construction and research of the sequence of sub-models, then it will contribute to the increase in the effectiveness of the robotic design teaching, the formation of the students' ideas of the model nature of cognition, and the development of their cognitive and creative abilities. The obtained results show that teaching course 'Robotics Design as a Method for Solution of Application Tasks' to students contributes to the increase in the level of the senior school students' robotics design skills by each particular criteria, which proves the pedagogical rationale of introducing the revealed and theoretically substantiated didactic conditions for the development of the senior school students' robotics design skills. [ABSTRACT FROM AUTHOR]

This article discusses changes happening in higher education systems of the Russian Federation and the Republic of Kazakhstan namely diversification, democratization, globalization and regionalization of education, as well as the main directions of modernization of these systems according to the Bologna Declaration: increased access to the European education, improving the quality of higher education, introducing comprehensible, comparable qualifications in higher education, introducing assessment of study attainment and performance in terms of credit points, inclusion of the curriculum in the diploma supplement, the increased mobility of students, teachers and administrative staff. The article also deals with the problems of higher education in the Russian Federation and the Republic of Kazakhstan, and analyzes competency-based approach to the construction of the educational process in higher education, and comments on the shortcomings of the competency-based approach. It also covers the basics of active and interactive learning technologies and methods for the diagnosis and assessment of learning outcomes (NPS - technology of assessment of the quality of learning outcomes, the system of expert assessments and the method of calculating Spearman's rank correlation coefficient). [ABSTRACT FROM AUTHOR]